Inculcating Siri’ Na Pacce Value In Primary School Learning
p-ISSN 2355-5343e-ISSN rticle Received: 05/01/2020; Accepted:19/04/2020Mimbar Sekolah Dasar, Vol. 7(1) 2020, 82-92DOI: 10.17509/mimbar-sd.v7i1.22461Inculcating Siri’ Na Pacce Value in Primary School LearningAbdul Azis 1, Sitti Fithriani Saleh2, Ade Irma Suriani21 Sekolah2 PGSDPascasarjana, Universitas Pendidikan Indonesia, Bandung, IndonesiaFKIP, Universitas Muhammadiyah Makassar, Makassar, Indonesia abdul.azis@upi.eduAbstract. Siri' na pacce is the local wisdom of the Bugis-Makassar tribe. Siri' embodies theunification of the attitude of shame and self-esteem, while pacce embodies an attitude ofcompassion and solidarity. This research aims at describing teachers’ perceptions about theinculcation of siri’ na pacce value in primary school learning and teaching practices. Thisresearch involved 102 primary school teachers in Makassar, Indonesia. The researchinstruments were questionnaires, interview guidelines, and recorded observations of learning.The majority of participants believed the value of siri' na pacce is still relevant to currentconditions and realized their essential role in conveying it to students. Most participantsthought that the value of siri' na pacce needs to be integrated into learning, although therewere participants who thought it is difficult to do. More than 50% of participants stated thatthey always or often conveyed siri’ na pacce value to students both inside and outside theclassroom. However, less than 50% of participants regularly or frequently consider how tointegrate these values into learning. The activities of integrating siri' na pacce valueconducted by the teacher in learning were not well planned yet.Keywords: siri’ na pacce, value inculcation, teachers’ perceptions, primary school teachersHow to Cite: Azis, A., Saleh, S., & Suriani, A. (2020). Inculcating Siri’ Na Pacce Value in Primary SchoolLearning. Mimbar Sekolah Dasar, 7(1), 82-92 INTRODUCTION The culture and characters of the Indonesian people are formed from thediversity of cultures and characters of the region. This diversity enriches the cultural treasuryand confirms the identity of the Indonesian’s plurality. The culture and character of this nationmust continue to be maintained and passed on to the younger generation, so as not toerode the current of globalization. Rencana Pembangunan Jangka Menengah NasionalIV/RPJMN IV (The National Medium Term Development Plan) 2020-2024 deals specifically withthe development of the culture and character of the nation.RPJMN IV emphasized education as an essential pillar of the nation in developing culture andcharacter. Teachers are expected to present a school environment and learning culture thatcan foster students’ habits to behave well (Kementerian PPN/Bappenas, 2019). Likewise,teachers should bring the students closer to the regional cultural roots. An understanding oflocal wisdom can create pride in national heritage (Hajar & Ezir, 2018). This pride will bepursed to an increased sense of nationalism. Educational efforts in the school environmentmust undoubtedly work together with education in the family and the social system.[82]
Abdul Azis, Sitti Fithriani Saleh, Ade Irma Suriani, Inculcating Siri’ Na Pacce Siri' na pacce as the local wisdom of the Bugis-Makassar tribe is a central point in maintainingself-esteem, so someone is still considered tau (human). Siri' embodies the unification of theattitude of shame and self-esteem, while pacce embodies an attitude of compassion andsolidarity (Mattulada in Marzuki, 1995). Various expressions in both the Bugis and Makassarlanguages emphasize siri' as a sign that someone can be called a human being. Theseexpressions include sirik tadji nakitau (only because of having siri' then one can be called ahuman), sirik emitu tariaseng tau, nereko dei sirikta, tania nik tau, rupagaumi a senna (only bysiri' we are called humans, if we do not have siri' then it is no longer human but only ascarecrow), naia dee sirikna, de lainna olo olok (if someone does not have siri', then he is nodifferent from animals), siri’ mi na to tau, manekko de’ni sirie tau-tau mani/ olo’ olo’ niasengna (only because of siri', a person can be called a human, if humans do not have siri’,then he is only a person/called an animal) (Moein, A., 1994; Nurnaningsih, 2015). Accordingto Salam (1998), siri' serves as a guide and impetus that contains noble values, self-esteem,social solidarity, and responsibility in the life of the Bugis-Makassar tribe. Marzuki (1995) arguedthat someone who maintains siri' in himself will hold on to the five akkatenningeng, namelytongeng (truthful), lempuk (straight, honest), getteng (firm on true belief), sipakatau (mutualrespect for fellow human beings), mappesona ri dewata seuae (surrender to God Almighty).Pacce is related to emotional intelligence, including love, sadness, pain, and solidarity (Ali,2010). Marzuki (1995) explained that pacce is an expression of empathy, sympathy, or socialsolidarity with the suffering of others. Farid (2017) interpreted pacce as being related to thespirit of self-sacrifice, hard work, and abstinence. Abdullah (in Umar, 2017) revealed that thefundamental thought of siri' na pacce consists of appasitinajang (fairness), getteng (firmstance), reso (hard work), toto iare ga were (destiny or fate), lempu situru adatongeng(honesty and saying right), warani (brave), and siri’ iare ga pesse (self-esteem andcompassion).The noble values of siri' na pacce need to be preserved and inherited to the youngergeneration, especially in South Sulawesi, and introduced as part of Indonesia's culturalwealth. The implementation of siri' na pacce value in learning in schools can be an effort topreserve and inherit. The habit of applying siri' na pacce value can support students tobecome individuals who are brave, hard-working, honest, tenacious, highly competitive,loyal, careful in facing problems, consistent, independent in life, and trusting in God in makingevery effort (Kilawati, 2019).Previous research revealed the integration of local culture in learning (Saliman, 2007; Suastra,2010; Tandililing, 2013; Baka, Laksana, & Dhiu, 2018; Ilhami, Riandi, & Sriyati, 2019). Suastra(2010) analyzed the needs of junior high school students, which was used as a basis indesigning Balinese culture-based science learning models. Saliman (2007) sought to apply[83]
Mimbar Sekolah Dasar, Volume 7 Number 1 April 2020culture-based learning in order to improve student motivation and learning achievement,especially in Office Administration Learning Planning courses. Ilhami, Riandi, & Sriyati (2019)integrated the local wisdom of Larangan Fish from the Province of West Sumatra in sciencelearning to improve the environmental literacy of junior high school students. Tandililing ureinWestKalimantan(ethnomathematics) in primary schools. Baka, Laksana, & Dhiu (2018) examined theintegration of the local culture of Ngada (East Nusa Tenggara) in thematic material in primaryschools.This research aims at describing teachers’ perceptions about the inculcation of siri’ na paccevalue in learning in primary schools and the learning practices that teachers have done sofar. The results of the research can be taken into consideration for developing a series oflearning models based on siri’ na pacce in primary schools.METHODThis research was conducted in the second semester of the 2018/2019 Academic Year. Thedata was presented based on the following events in the field. The data was collected in theform of words or sentences obtained from the results of questionnaires, interviews, andclassroom observations. Based on those characteristics, this research employed descriptiveexplorative qualitative research (Creswell, 2012).ParticipantsThe participants of this research were public primary school teachers in Panakkukang District,Makassar, Indonesia. The questionnaire was distributed to 102 classroom teachers from 13schools. Among the participants, five were selected purposefully to undergo interviews andclassroom observations.InstrumentsThis research used two types of questionnaires, namely The Perception of Inculcation of Siri’Na Pacce Value Questionnaire and The Inculcation of Siri’ Na Pacce Value Questionnaire.The Perception of Inculcation of Siri’ Na Pacce Value Questionnaire was used to trace theteachers’ perceptions about siri’ na pacce value, especially in learning. The Inculcation ofSiri’ Na Pacce Value Questionnaire was used to explore the learning practices of theteachers by integrating siri’ na pacce value. Interview guidelines became a reference for theresearchers to explore more in-depth information related to teacher learning perceptionsand practices. The researcher also used an audio-visual recording tool that was used duringinterviews and classroom observations.[84]
Abdul Azis, Sitti Fithriani Saleh, Ade Irma Suriani, Inculcating Siri’ Na Pacce Data AnalysisThe data were analyzed in four stages, namely (a) preparing and organizing data, (b)exploring data, (c) presenting findings, and (d) validating the accuracy of findings. Thefindings were validated using the triangulation. The results obtained from questionnaires,interviews, and observations were compared to corroborating evidence (Creswell, 2012).RESULTS AND DISCUSSIONTeachers’ Perceptions Regarding the Inculcation of Siri’ Na Pacce ValueThe result of the Perception of Inculcation of Siri’ Na Pacce Value Questionnaire is presentedin Table 1 below.Table 1. Teachers’ Perceptions Regarding Inculcation of Siri’ Na Pacce ValueStatementStronglyAgreeAgreeNeitherAgree norDisagreef%f%f%The value of siri’ na pacceis still relevant to thecurrent conditions4746.084847.065Inculcation of siri’ napacce value does notneed to be included in thelesson plan00.001312.75Knowledge of siri’ napacce can be inserted atthe beginning or end oflearning2625.4973Inculcation of siri’ napacce value is difficult topractice in classroomlearning10.98Inculcation of siri’ napacce value needs to beintegrated into classroomlearning48The teachers have the roleof conveying the value ofsiri’ na pacce to studentsInculcation of siri’ napacce value is done in 76.8632.946563.732322.55102Table 1 shows that the majority of teachers who participated in this research believed thevalue of siri’ na pacce is still relevant to current conditions, especially with the effects ofglobalization and easy access to information on students' attitudes and actions in everydaylife. There were only two teachers who thought that the value of siri’ na pacce is no longerrelevant to the current conditions. The interview results elaborated on the findings of theteachers’ belief in which the value of siri’ na pacce is still relevant to existing conditions. The[85]
Mimbar Sekolah Dasar, Volume 7 Number 1 April 2020following statements are opinions of Mal and Asr about the relevance of the value of siri’ napacce with current conditions.Mal : I think it's still relevant. For example, with YouTube, it is easy for children to access moviescontaining pornography. If children have siri’ value, of course, they will not watch them.Asr : Siri’ or shame and pacce or compassion are at the heart of the culture of the BugisMakassar society. Someone will feel ashamed of God, ashamed of others, ashamed ofoneself for committing an offense or doing something that is not good. The value isessential and appropriate to be applied in the current conditions.There were 83 teachers (81.38%) who thought that the value of siri’ na pacce needs to beincluded in the lesson plan. Six teachers were still doubtful whether or not the value should beincluded in the lesson plan, while 13 people thought that it does not need to be included in it.The majority of teachers believed that knowledge of siri’ na pacce could be inserted at thebeginning or end of learning. Meanwhile, one teacher was hesitant and two people werenot sure that knowledge can be added at the beginning or end of learning. In addition,there were 77.45% of teachers who thought that inculcation of siri’ na pacce value was notdifficult to practice in classroom learning. 10.78% of teachers were still doubtful about itspractice, while the remaining 11.76% thought that it is difficult.Despite the fact, there were still teachers who found difficulties to practice inculcating siri’ napacce values in classroom learning, but the majority of them thought that it needs to bedone. There were only three people who doubted and one person who did not agreeintegrated the inculcation of siri’ na pacce value in learning. The following are the opinions ofAsr, Ria, and Len when interviewed regarding the integration of siri’ na pacce value inlearning.Asr : The value of siri’ na pacce needs to be integrated into learning, so children know theirdistinctive culture and recognize their identity as a Bugis-Makassar tribe. The value ofsiri’ na pacce is encouraging and a pattern of behavior in student life, namelylambusuk (honest), getteng (firm stand), sipakatau (not discriminating), arewang(brave), sipakalebbiri (mutual respect), and sipakainge (mutual reminding).Ria : The value of siri’ na pacce can be integrated into learning as long as it is in line with thesyllabus that has been set. The value of siri’ na pacce encourages students to beembarrassed if they are not honest, brave, tell the truth, help each other, nor takeresponsibility.Len : The value of siri’ na pacce can be related to teaching material. I have not included thevalue in my lesson plan, but when teaching occasionally, I remind students about it.The teachers were aware of their role in conveying the value of siri’ na pacce to students.There were only two people who doubt their position and one person who disagreed. Theteachers also realized that the inculcation of siri’ na pacce value is not enough to do in thefamily environment. The schools and community environments also have a responsibility to[86]
Abdul Azis, Sitti Fithriani Saleh, Ade Irma Suriani, Inculcating Siri’ Na Pacce instill these values in students. The following are Len’s and Rul’s statements regarding thismatter.Len : The family who is introduced first the value of siri’ na pacce, but it is important to becultivated in school, both in the classroom and outside the classroom. It can influencestudents positively.Rul: The teachers play the role of conveying the value of siri’ na pacce to students. Theteachers need to get students used to apply the value of siri’ na pacce. For example,when a student is sick, and his friends visit him, I said they have pacce (compassion).The results of the perception of inculcation of Siri’ Na Pacce value questionnaire showed thatmost of the teachers who participated in this research were aware of the need to instill thesevalues in students in the school environment, including in the learning process. Although, it isstill probably somewhat challenging to do. These results were reinforced by the participantstatements at the time of the interview.Learning Activities Accommodates the Inculcation of Siri’ Na Pacce ValueThe inculcation of Siri’ Na Pacce value questionnaire was given to participants to obtaininformation about what they had done to instill siri’ na pacce values in the school learning.The result of the questionnaire is presented in Table 2.Table 2. Teachers’ Activities to Inculcating The Value of Siri’ Na f%f%f%f%f%I include the value of siri’na pacce in my lessonplan1716.673938.242827.451413.7343.92102I remind my students of thevalue of siri’ na pacce atthe beginning of learning2120.593736.272928.431312.7521.96102I associate the subjectmatter with the value ofsiri’ na pacce2827.452726.473231.371312.7521.96102I implement the value ofsiri’ na pacce in thelearning process1110.784241.183837.2598.8221.96102I remind students of thevalue of siri’ na pacce atthe end of learning2120.592928.434241.18109.8000.00102I apply the value of siri’ napacce to student activitiesoutside the classroom1918.634140.203029.4187.8443.92102I consider how to integratethe value of siri’ na paccein learning1110.783130.393938.241312.7587.84102Based on the results of the questionnaire revealed that there were 56 teachers who always oroften included the value of siri’ na pacce in their lesson plans (54.91%). While, there were 58[87]
Mimbar Sekolah Dasar, Volume 7 Number 1 April 2020teachers who always or often reminded students about the value of siri’ na pacce at thebeginning of learning (56.86%), and 50 teachers who reminded it at the end of learning(49.02%). Whereas, there were 55 teachers who always or often associated the subjectmatter with the value of siri’ na pacce (53.92%), and 53 teachers stated that they always oroften implemented siri’ na pacce value in the learning process carried out in the classroom(51.96%). Moreover, there were 60 teachers who always or often applied the value of siri’ napacce to student activities outside the classroom (58.83), and 42 teachers who always oroften considered how to integrate the value of siri’ na pacce in learning (41.17%).The results of this questionnaire were supported by the results of observing the learningactivities conducted by the teachers. The following descriptions outline some examples ofteachers’ activities to instill the value of siri’ na pacce.Activities Before Entering the ClassroomTeachers and students had agreed on the actions before entering the classroom. Everymorning, the students would line up in front of the classroom, and the teacher checkedstudents’ cleanliness and neatness on nails, teeth, hair, and clothes. The teacher carried outthe task of examining each student, and the students carried out their obligations to appearclean and neat. It reflected the value of sipakatau (mutual respect) included in siri'. Thestudents feel siri’-siri’ (embarrassed) for their dirty appearance. Figure 1 depicts the cleanlinessand neatness checking the activity of students in Mrs. Mal's classroom.Figure 1. The Cleanliness and Neatness Checking ActivityIn the classroom, the students led by the class leader prayed before the class activity began.They asked God to get ease and success in learning. This activity was the embodiment ofmappesona ri dewata seuae (surrender to God Almighty), which was one of the fiveakkatenningeng owned by someone who maintains siri’ in himself (Marzuki, 1995). Thepappaseng mentioned: Nakana Tupanritaya: teako assalaknu rannuang, pangngapettainna Allahu Ta’ala rannuang, na antu na piagangia- Allahu Ta’ala pangapettai gauqbajika (Clerics said: do not rely on the origin of your descendants, but the grace of Allah is[88]
Abdul Azis, Sitti Fithriani Saleh, Ade Irma Suriani, Inculcating Siri’ Na Pacce what you always expect, the grace of God will lead to good deeds) (Mathes in Abbas, 2014).Figure 2 depicts the prayer before the class activity begins in Mr. Asr’s classroom.Figure 2. The Prayer Before Class ActivityTeaching and Learning Activities In ClassroomDuring observations in Mr. Rul's classroom, the teacher occasionally revealed the value of siri’na pacce. For example, Mr. Rul reminded students to work hard, not cheat the work offriends, or disturb friends. He told students, “siri’-siri’ ki (we feel ashamed) if friends cancomplete the task while you cannot", “siri’-siri’ ki (we feel ashamed) to cheat”. During groupwork, he reminded students to work together and help each other in completing groupassignments.Figure 3. The Group ActivityFigure 3 depicts the example of students’ cooperation in doing group work. Students ingroups tried to arrange the pieces of the picture into a complete picture. Afterward, theyinterpreted and explained it to other groups. This activity was a manifestation of reso (hardwork). In the pappaseng (message), it was revealed: "Akbulo sibatang pakik, na maresotamatappuk, na look sannang la ni pusakai" (Only with unity and hard work, happiness canbe achieved) (Saleh, 2017). The pappaseng emphasized the importance of uniting, workingtogether, and making serious efforts to achieve worthy goals.[89]
Mimbar Sekolah Dasar, Volume 7 Number 1 April 2020The pappaseng revealed Lima passaleng namulolongengdecengnge: seuani, pakatunaialemu risitinajannae; maduanna, soroko mase ri sillalennae; matellunna, makkareso patujue;maeppaqna, molae roppo-roppo nareweq; malimanna, molae laleng namatikeq (There arefive aspects to consider if you want to get kindness, namely: first, be humble deservedly;second, help others properly; third, do useful work; fourth, face obstacles, truthful in God; fifth,walk carefully) (Hakim in Abbas, 2014). The pappaseng implied that in cooperation, humility isneeded by mutual acceptance, mutual assistance in completing useful work, ready to faceobstacles by always remembering Allah Almighty, and being careful in solving problems,even if it is complicated. Another pappaseng states rebba sipatokkong, mali siparappeq,siruiq menereq tesiruiq noq, malilu sipakaingeq maingeq pi napaja (when falling, upholdingeach other, when sinking, stranding each other; pulling each other up and not pressing downon each other; if you forget, remind each other, then wake up or help, then stop) (Sikki inAbbas, 2014). Pappaseng implies that every human being needs to help each other and toremind each other if they make a mistake. Humans should avoid badmouthing one another.The message can be fostered or instilled to students so that they grow up in a culture ofworking together in completing a given task, and do not complain in the face of severeproblems by always solving it together without babbling each other among friends.Activities Outside the ClassroomThe good behaviors of students need to get teachers’ reinforcement. Figure 4 shows studentswho shared food with their friends at break time. This behavior is an example of applyingpacce values. Additionally, extracurricular activities such as scouts, art studios, and dokcil(dokter kecil/little doctors) can be a means to instill the value of siri’ na pacce outside theclassroom.Figure 4. Sharing LunchCONCLUSIONThe majority of participants in this research thought that the value of siri’ na pacce needs tobe integrated into learning. The teachers play an essential role in instilling this value in[90]
Abdul Azis, Sitti Fithriani Saleh, Ade Irma Suriani, Inculcating Siri’ Na Pacce students. Through instilling this value, the local wisdom of the Bugis-Makassar tribe can bepreserved and inherited. It can also foster the good characters of students. Some teachershave implemented siri’ na pacce values in their learning activities, but these activities werespontaneous and had not been well planned. This indicates the need to develop a learningmodel that integrates the value of siri’ na pacce in learning.REFERENCESAbbas, I. (2014). Etnopedagogik etnik Bugis Makassar: Studi penelusuran nilai-nilai pedagogikpada naskah Lontaraq sebagai pengembangan bahan ajar Pendidikan IPS di sekolah[Ethnopedagogic ethnic Bugis Makassar: Study of tracking pedagogical values in theLontaraq manuscript as a development of social science education teaching materialsin schools]. (Doctoral Dissertation). Universitas Pendidikan Indonesia, Bandung.Ali, M. (2010). Kelong dalam perspektif hermeneutika [Kelong in the hermeneuticperspective]. Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya, 38(1).http://journal2.um.ac.id.Baka, N. A., Laksana, D. N. L., & Dhiu, K. D. (2018). Konten dan konteks budaya lokal Ngadasebagai bahan ajar tematik di sekolah dasar [Content and context of Ngada localculture as thematic teaching material in elementary schools]. Journal of EducationTechnology, 2(2), 46-55. DOI: 10.23887/jet.v2i2.16181Creswell, J., W. (2012). Educational research: Planning, conducting, and evaluatingquantitative and qualitative research (4th ed). Boston: Pearson Education Inc.Farid, Z. A. (2017). Siri’, pesse’, were’ pandangan hidup orang Bugis [Siri’, pesse’, were’Buginese way of life]. In Hamid, A., et. al. (Ed.). Siri: filosofis suku Bugis, Makassar, Toraja,Mandar (p. 15-64). Makassar: Arus Timur.Hajar, I., & Ezir, E. (2018). Integrating social capital and local wisdom in education curriculumdesigning. In The 11th International Workshop and Conference of ASEAN Studies inLinguistics, Islamic and Arabic Education, Social Sciences and Educational Technology,Malaysia. DOI: 10.31227/osf.io/p2ezw.Ilhami, A., Riandi, R., & Sriyati, S. (2019). Implementation of science learning with local wisdomapproach toward environmental literacy. In Journal of Physics: Conference Series (Vol.1157, No. 2 p. 022030). IOP Publishing. doi:10.1088/1742-6596/1157/2/022030.Kementerian PPN/ Bappenas. (2019). Rancangan Teknokratik Rencana PembangunanJangka Menengah Nasional 2020-2024: Indonesia Berpenghasilan Menengah – Tinggiyang Sejahtera, Adil, dan Berkesinambungan [Technocratic Draft National MediumTerm Development Plan 2020-2024: Prosperous, Fair, and Sustainable Middle-HighIncome Indonesia]. Jakarta: Kementerian PPN/ Bappenas.Kilawati, A. (2019). Pendidikan karakter dalam budaya siri’ na pesse mahasiswa PGSDUniversitas Cokroaminoto Palopo [Character education in the culture of siri' na pesseprospective elementary school teachers at Cokroaminoto Palopo University]. JurnalIlmiah Pendidikan Guru SD, 3 (1). DOI: 10.31326/jipgsd.v3i1.287.Marzuki, M., L. (1995). Siri’: Bagian kesadaran hukum rakyat Bugis-Makassar: Sebuah telaahfilsafat hukum [Siri': Bugis-Makassar people's legal awareness section: An examination oflegal philosophy]. Ujung Pandang: Hasanuddin University Press.Moein, MG, A. (1994). Menggali nilai-nilai budaya Bugis-Makassar [Exploring Bugis-Makassarcultural values]. Ujung Pandang: Yayasan Makassar Press.[91]
Mimbar Sekolah Dasar, Volume 7 Number 1 April 2020Nurnaningsih, N. (2015). Rekonstruksi falsafah Bugis dalam pembinaan karakter: Kajian naskahPaseng Toriolo Tellumpoccoe [Reconstruction of Bugis philosophy in character building:Study of Paseng Toriolo Tellumpoccoe manuscript]. Jurnal Lektur Keagamaan, 13(2),393-416. DOI: 10.31291/jlk.v13i2.232.Salam, A. (1998). Konsepsi dan sosialisasi siri’ na pacce masyarakat Bugis (Kasus padabeberapa keluarga Bugis Bone di Sulawesi Selatan) [Conception and socialization ofsiri' na pacce of Bugis community (Case in several Bugis Bone families in SouthSulawesi)]. Doctoral Dissertation, Universitas Padjajaran, Bandung.Saleh. N, A. (2017). Nilai-Nilai Budaya dalam Pappaseng Tu Riolo [Cultural Values inPappaseng Tu Riolo]. i-nilaibudaya-dalam-pappasang-tu-riolo/. Accessed on February 20th, 2020.Saliman (2007, Agustus). Penerapan pembelajaran berbasis budaya sebagai upayapeningkatan kualitas pembelajaran pada mata kuliah Perencanaan Pembelajaran[The implementation of culture-based learning as an effort to improve the quality oflearning in Learning Planning courses]. Paper presented in Seminar Nasional InovasiPembelajaran, Jakarta.Suastra, I. W. (2010). Model pembelajaran sains berbasis budaya lokal untukmengembangkan kompetensi dasar sains dan nilai kearifan lokal di SMP [Local culturebased science learning model for developing basic science competencies and localwisdom values in junior high school]. Jurnal Pendidikan dan Pengajaran, 43 (2), 8-16.Tandililing, E. (2013, November). Pengembangan pembelajaran matematika sekolah denganpendekatan etnomatematika berbasis budaya lokal sebagai upaya untukmeningkatkan kualitas pembelajaran matematika di sekolah [Development of schoolmathematics learning with a local culture-based ethnomathematics approach as aneffort to improve the quality of mathematics learning in schools]. In Proceeding SeminarNasional Matematika dan Pendidikan Matematika, Yogyakarta.Umar, N. F. (2017). Pengembangan model kepribadian konselor efektif berbasis budaya siri’na pesse [Development of effective counselor personality models based on siri' napesseculture]. IndonesianJournalofEducationalStudies, 20(1).DOI: 10.26858/ijes.v20i1.4425.[92]
1 0.98 11 10.78 11 10.78 67 65.69 12 11.76 102 Inculcation of siri’ na pacce value needs to be integrated into classroom learning 48 47.06 50 49.02 3 2.94 1 0.98 0 0.00 102 The teachers have the role of conveying the value of siri’ na pacce to students 53 51.96 46 45.10 2
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